Abstract
Making accurate judgements and interpretations about student growth and progress in mathematics can be problematic when using open-ended assessments. This study reports on the development of a class-based assessment instrument and marking key designed to assess Year 2 students’ mathematics competence to reflect their learning of mathematics through a challenging tasks approach. A qualitative coding process was undertaken to analyse the written responses of 59 Year 2 students resulting in the development of a 7-point marking key to identify levels of progress. The marking key proved effective in supporting the interpretation of the written responses and identifying future learning pathways.
| Original language | English |
|---|---|
| Title of host publication | Mathematical Confluences and Journeys |
| Subtitle of host publication | Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia |
| Editors | Noleine Fitzallen, Carol Murphy, Vesife Hatisaru, Nicole Maher |
| Place of Publication | Adelaide SA Australia |
| Publisher | Mathematics Education Research Group of Australasia (MERGA) |
| Pages | 282-289 |
| Number of pages | 8 |
| Edition | 1st |
| ISBN (Electronic) | 9781920846336 |
| Publication status | Published - 2022 |
Keywords
- Mathematics education
- Assessment
- Problem Solving
- Challenging Tasks
- Primary education
- Marking key